0.1 You properly use scientific notation and significant figures. (Record Numbers) Proficient: Given a set of numbers, the student can correctly identify the number of significant figures given in each number. The student can accurately convert a number into and out of scientific notation. The student can perfom simple addition, subtraction, multiplication and division on two numbers and round the answer to the proper number of significant figures. Advanced: The student accurately applies the concepts of significant figures and scientific notation by rounding answers to ALL numerical problems (slopes, densities, etc.) to within one significant figure of the correct number of significant figures, and properly writing answers to ALL numerical problems greater than 10,000 and smaller than 0.0001 using scientific notation
0.2 You consistently make meaningful contributions to the class’ online space. (Digital citizenship) Proficient: The student makes at least two meaningful postings to the class’ online space each week during the marking period and has a total of 27 postings by the end of the marking period. A meaningful posting includes, but is not limited to, a well thought out question that the student would like answered, a detailed answer to another student’s question, a well thought out comment on another student’s posting, and/or an annotated link to a website or movie that will aid others in understanding the material being learned. Advanced: The student makes at least 4 meaningful postings to the online space each week during the marking period and has at least 40 total postings by the end of the marking period.
0.3 You are able to use various analogue and digital scales, graduated cylinders and other devices to take accurate data. (Take Measurements) Proficient: The student can – accurately measure mass with a triple beam. Demonstrates how to “tare” a digital balance. Can approximate the volume of liquid using a graduated cylinder. Approximates length measurements using a ruler. Advanced: Accurately measures mass with an unfamiliar analogue balance (centigram or other device). Uses the difference in mass between empty and full container to get mass of contents. Reads liquid volumes accurately from the bottom of the meniscus. When measuring with analogue devices a guess is made when reading values between scale markings.
Unit 1 Competencies
1.1 You are able to use various equipment and calculations to determine the density of an object. (Density) Proficient: Given two of the variables (D, m and/or V) the student can calculate the third value. The student can state if an object will sink or float in water. Advanced: Information about D, m and/or V must be obtained using some other logic, measurement or mathematical operation. Problems involve application of the concept to novel areas, are not straightforward, and may involve more than one object simultaneously. The student will be asked to state if an object will sink or float in a gas or liquid other than water.
1.2 You can create and interpret visual representations of mass and volume using particles. (Particle Diagrams) Proficient: The student is able to represent particles using circles - the separation of the particles drawn accurately reflects the density of the material. The student can rank a set of particle diagrams from highest to lowest volume, mass and density when only one of these variables changes at a time. Advanced: The student is able to compare and contrast the volume, mass and density of a set of particle diagrams when more than one variable is changing. A set of particle diagrams in which the representations of volume, mass and density are simultaneously changed can be drawn accurately.
1.3 You can create and interpret Mass Vs. Volume graphs. (Density Graphs) Proficient: The student can graph the mass and volume data provided, and find the density of the material given a graph whose Y-intercept is zero. The student can explain the significance of a Y-intercept of zero. Advanced: The student can perform all of the tasks listed for Proficiency, and can also find the density of a material when the graph is created from real, possibly erroneous data that has a non-zero Y-intercept. The student can explain the meaning of the Y-intercept or X-intercept, and can suggest possible reasons for the error.
1.4 You are able to write a formal lab report (Lab Parts). Proficient: The student’s lab report contains a summary of the procedure, ALL of the data obtained recorded in a table or tables, a graph of the data and a conclusion that explains the significance of the findings, a list of possible errors, answers to the questions asked in the lab and suggestions for further research and/or suggestions for improving the lab. Advanced: The student’s lab report not only has all of the information recorded in the proper sections, but the report is neatly organized, well thought out and demonstrates the student has transferred knowledge from what we have learned in the unit to the completion of the lab.
Unit 2 Competencies
2.1 You can explain the relationships between Pressure, Volume, moles, Temperature and heat when dealing with a gas. (Gas Laws) Proficient: The student is able to interpret graphs that show how P, V, n & T change in various situations. The student is also able to use algebra to solve for values of P, V, n & T when data is provided. Advanced: The student is able to apply his/her knowledge of the gas laws to novel situations, and can construct graphs or take data that will enable him/her to predict a value algebraically.
2.2 You are able to use Kinetic Molecular Theory to describe the motion of particles in a substance. (Kinetic Molecular Theory) Proficient: The student can outline the basic tenets of KMT. The student can use these simple statements to explain the behavior of gases at various temperatures, pressures and volumes. Advanced: The student can apply KMT to a novel situation. The student can construct a particle model, that along with KMT can explain a given set of observations.
2.3 You can create and interpret particle diagrams that model changes in Pressure, Volume, moles and Temperature. (Gas Particle diagrams) Proficient: The student is able to represent particles using circles - the size of the container drawn accurately represents the volume of the material. The student accurately uses arrows, wooshies or some other graphical device to represent the speed of the particles. The number of particles drawn is proportional to the number of particles present in the material. Advanced: The student is able to compare and contrast the Pressure, Volume, number of particles and Temperature of a set of particle diagrams when more than one variable is changing. A set of particle diagrams in which the representations of volume number of particles and Temperature are simultaneously changed can be drawn accurately.
2.4 You will derive mathematical relationships from lab data. (Derive Equations). Proficient: The student’s lab report contains all of the parts required of a lab report. The report is neatly presented. The report also demonstrates a clear understanding of how the lab data leads to the various gas laws. Advanced: The student’s lab report not only meets the requirements of a Proficient lab write-up but goes further. An advanced understanding of the lab will include a thorough explanation of the errors that occurred during the lab as well as an explanation of how those errors are evident in the lab data.
Unit 3 Competencies
3.1 You can determine the changes in energy that occur when an object changes state and/or temperature. (Specific Heat) Proficient: Students can solve heat problems involving only a single temperature change or a phase change for any material, and can solve problems involving water undergoing a single phase change and a single temperature change. Advanced: The student can apply the principle’s of heat transfer to a variety of materials over a wide range of temperatures and phase changes.
3.2 You will create and interpret energy bar charts. (Energy Bar Charts) Proficient: Students can model energy flow during an interaction involving familiar materials. Given a scenario involving familiar materials undergoing familiar changes in temperature or state, the student can model the changes with an Energy Bar Chart. Advanced: The student can apply the Energy Bar Chart model to scenarios involving materials with which they are unfamiliar.
3.3 You create and interpret temperature vs. time graphs (Temperature Graphs) Proficient: Given a Temperature Vs. Time graph for water a student can determine the state that material is in and name any changes taking place. If a scenario is outlined in which water is being heated or cooled over some interval, the student is capable of sketching and labeling the corresponding Temp. Vs. Time graph. Advanced: The student can draw Temp. Vs. Time graphs for a variety of materials involving a number of different temperature and phase changes. The can also correctly label the graphs to indicate the kinds of changes taking place. If a Temp. Vs. Time graph is given, the student is able to narrate the changes taking place regardless of the material that is being altered.
3.4 You can correlate temperature and phase changes with the regions in a Temperature Vs. Time graph. (Thermodynamics lab). Proficient: The student’s lab report contains all of the parts required of a lab report. The report is neatly presented. The report also demonstrates a clear understanding of how energy is transferred during temperature and phase changes. The student is able to clearly relate observations made during the lab to the characteristic shape of a heating/cooling curve. Advanced: The student’s lab report not only meets the requirements of a Proficient lab write-up, but includes a section in which the student accurately predicts the melting and/or boiling point of an unknown substance using the principles established during the earlier part of the lab.
Unit 9 Competencies
9.1 You can draw and interpret various atomic and molecular models (Models) Proficient: The student can correctly draw and explain the major improvements included in each of the atomic models presented in the unit. The student can explain how a given scientist’s model improved on the one that came before it, and the student can outline the process through which the scientist arrived at his model. Advanced: The advanced student can apply the processes used by each scientist to describe and explain the kinds of experimental data that would be obtained in a novel situation. The student can also explain why a given model fails to correctly predict the outcome of a given experiment.
9.2 You can use various systems to model the electron configuration of an atom or ion. (Electron Configuration) Proficient: Proficiency is achieved by correctly listing the electron configuration, drawing an orbital diagram showing the position of electrons in a set of orbitals or drawing an electron dot diagram for an element which has electrons in “s, p or d” orbitals that follows all of the basic rules given in the unit. Advanced: An advanced grade is awarded when a student can correctly list the electron configuration, draw an orbital diagram or a dot diagram for an element which has electrons in “f” orbitals, or an element whose electron configuration deviates from the standard set of rules.
9.3 You are able to predict ion charge, atomic radius, ionic radius, and other properties based on periodic trends. (Periodic Trends) Proficient: The proficient student is capable of correctly predicting an element’s chemical and physical properties based on the element’s position on the periodic table. The student is also able to compare the properties of elements in the same family or in the same period. Advanced: The student achieving an advanced grade will also understand and apply exceptions to the general rules. The student is also capable of comparing elements that are located in different families and periods.
9.4 You are able support your predictions about element reactivity based on periodic trends with experimental data. (Peri Trends Lab) Proficient: The proficient student is capable of correctly predicting an element’s reactivity based on the element’s position on the periodic table. The student is also able exhibit a basic understanding of how experimental data collected on an element’s reactivity supports or refutes these predictions. Advanced: The student achieving an advanced grade will be able to demonstrate the skills described for the proficiency level, and will also be able to provide a more in-depth explanation of how their results demonstrate the patterns outlined by periodic trends. Advanced students will also be able to provide competent explanations for any “wrong” data, as well as how to potentially fix these mistakes in the future.
9.5 You can conduct research and explain one scientist’s model of the atom through a PowerPoint presentation. (Atomic Model History) Proficient (75%):The student’s presentation includes all required slides and addresses allrequired points, but may lack depth of the information provided about the assigned scientist. None of the information in the presentation is copied directly from the source, but appears in the group’s own words. The presentation is organized neatly and in the designated format. The student made contributions to his/her group and used preparation/research time appropriately most of the time. Advanced (100%): The student meets all proficient criteria and more. The student’s presentation includes all required slides and addressed all required points with enough information to completely answer all of the questions presented about the assigned scientist and atomic model. None of the information in the presentation is copied directly from the source, but appears in the group’s own words. The presentation is organized neatly and in the designated format. The student made important contributions to his/her group and used preparation/research time appropriately at all times.
Unit 4 Competencies
4.1 You can properly name chemicals and write formulas. (Chemical Formulas) Proficient: Given a list, sorted according to the type of bonding dominant in the material, the student is able to write the proper formulas when names are provided or can write the proper name if a formula is provided Advanced: In the context of a word problem or in a random set of chemicals, the student is capable of properly applying the naming rules when converting names to formulas and vice versa.
4.2 You are able to distinguish between pure substances and mixtures, as well as separate a mixture into its constituent parts. (Physical Properties) Proficient: The proficient student can identify and define what a pure substance and a mixture are. They can also correctly state the best technique needed to separate a simple mixture back into its parts. Advanced: An advanced student is able to read a written scenario describing some mixture or pure substance and apply the techniques learned in Unit 4 to separate that mixture back into its parts. The scenario may contain substances with which the student is unfamiliar but whose properties are described in the problem.
4.3 You can draw and interpret various particle diagrams describing pure substances and mixtures. (Diagrams of Composition) Proficient: To show proficiency the student must be able to draw particle diagrams that show mixtures and pure substances in their various physical states. Given a particle diagram, the student must be able to correctly identify the substance as pure or a mixture, and go further to describe the type of pure substance or mixture shown. Advanced: Given a covalent or an ionic substance the advanced student is able to draw a particle diagram that accurately reflects the chemical structure of the material provided. The student is also capable of accurately drawing diagrams showing how a material dissociates when dissolved in a solvent.
4.4 You are able to employ various separation techniques to break a mixture into its parts. (Separation lab). Proficient: The student’s lab report contains all of the parts required of a lab report. The report is neatly presented. The report also demonstrates a clear understanding of when and how each separation technique was employed. The student is able to calculate the percentage difference of each substance measured in the mixture. Advanced: The student’s lab report not only meets the requirements of a Proficient lab write-up, but includes a section in which the student accurately explains how material was lost during the separation process. The student is able to correctly link the percent difference for each material to an explanation of how and why there is a difference in mass between what was added to the mixture and what was extracted.
Unit 5 Competencies
5.1 You can use the mole concept in calculations. (Molar Conversions) Proficient: Students can correctly set up and do the algebra for “one step” mole coversion problems between moles and either particles or grams. Advanced: An advanced level of understanding demonstrates the ability to correctly set up and calculate a “two step” mole problem. The student may also be asked to apply a mole conversion to a more complex problem involving ions or individual atoms in a compound.
5.2 You are able to calculate the empirical formula, the molecular formula and the percent composition of a compound. (Formulas) Proficient: A proficient student is capable of converting data about the percent composition of a compound to the number of grams of a set of elements present in a sample. The student is also able to use percentage or grams to calculate the empirical and molecular formulas of a simple compound from the data. Advanced: To demonstrate an advanced understanding of this competency the student must be able to apply mole conversions, use percentages and logic to problems in which the data provided seems incomplete or in which the compounds themselves are more complex.
5.3 You can empirically determine the formula of a compound or hydrate. (Empirical Formula Lab). Proficient: The student’s lab report contains all of the parts required of a lab report. The report is neatly presented. The report also demonstrates a clear understanding of how the lab data leads to the empirical formula for the compound. Advanced: The student’s lab report not only meets the requirements of a Proficient lab write-up but goes further in discussing the errors present in the data. The student is able to explain why their answer is wrong and what could be changed to improve it.
Unit 6 Competencies
6.1 You are capable of identifying and describing the five different types of equations. (Eqn. Types) Proficient: The proficient student can identify all of the five types of equations when given a picture or a chemical equation involving abbreviations. Advanced: The advanced student can identify all five types of equations when presented in any form. The student can also apply the types of reactions to more complex reactions in which more than one step may be present.
6.2 You can properly balance chemical equations. (Balancing Eqns) Proficient: Proficiency is demonstrated by correctly placing the coefficients into a complete chemical equation provided by the teacher in either an abbreviated or word equation form. Advanced: An advanced level of competence is demonstrated when a student is able to apply the rules of balancing equations to both predict the products of a chemical equation and to balance it.
6.3 You can identify and graphically represent energy changes that take place during chemical reactions. (Exo & Endo) Proficient: Given an equation with an “energy term” included, the proficient student can identify the reaction as either endo- or exothermic. The student is also able to draw an energy flow (LOL) graph for a given endo- or exothermic reaction. Advanced: To demonstrate an advanced level of understanding, the student must be able to apply the concepts of endo- and exothermicity to scenarios describing reactions and graphs that may be unfamiliar.
Unit 7 Competencies
7.1 You are able to identify a limiting reagent and calculate a percent yield for a reaction. (Stoichiometry) Proficient: The proficient student is able to solve a simple stoichiometric problem in which information is provided for one of the reactants (in either grams or moles) and the other reactant is assumed to be in excess. Advanced: The advanced student is able to apply the concept of a limiting reactant and mole ratios to a scenario in which information about both chemicals is provided without revealing the identity of the limiting reagent.
7.2 You can correctly calculate molarities and determine the concentrations of solutions. (Concentration) Proficient: The proficient student is able to solve for the molarity of a solution given a number of moles or grams and a target volume. Advanced: The advanced student is able to apply the concept of molarity to various situations in which a final solution is created from a set of solutions, or from a solid mixed into an existing solution.
7.3 You can show that the coefficients in a chemical equation represent mole ratios. (Mole Ratio Lab). Proficient: The student’s lab report contains all of the parts required of a lab report. The report is neatly presented. The report also demonstrates a clear understanding of how the lab data shows that the reactants reacted according to the whole number ratios shown in the balanced chemical formula. Advanced: The student’s lab report not only meets the requirements of a Proficient lab write-up but also goes on to describe the limiting reactant and the excess. The student is able to use stoichiometry to calculate the excess and prove that the limiting reactant did actually stop the reaction.
Chemistry Standards
Table of Contents
Whole Year Competencies
0.1 You properly use scientific notation and significant figures. (Record Numbers)Proficient: Given a set of numbers, the student can correctly identify the number of significant figures given in each number. The student can accurately convert a number into and out of scientific notation. The student can perfom simple addition, subtraction, multiplication and division on two numbers and round the answer to the proper number of significant figures.
Advanced: The student accurately applies the concepts of significant figures and scientific notation by rounding answers to ALL numerical problems (slopes, densities, etc.) to within one significant figure of the correct number of significant figures, and properly writing answers to ALL numerical problems greater than 10,000 and smaller than 0.0001 using scientific notation
0.2 You consistently make meaningful contributions to the class’ online space.
(Digital citizenship)
Proficient: The student makes at least two meaningful postings to the class’ online space each week during the marking period and has a total of 27 postings by the end of the marking period. A meaningful posting includes, but is not limited to, a well thought out question that the student would like answered, a detailed answer to another student’s question, a well thought out comment on another student’s posting, and/or an annotated link to a website or movie that will aid others in understanding the material being learned.
Advanced: The student makes at least 4 meaningful postings to the online space each week during the marking period and has at least 40 total postings by the end of the marking period.
0.3 You are able to use various analogue and digital scales, graduated cylinders and other devices to take accurate data. (Take Measurements)
Proficient: The student can – accurately measure mass with a triple beam. Demonstrates how to “tare” a digital balance. Can approximate the volume of liquid using a graduated cylinder. Approximates length measurements using a ruler.
Advanced: Accurately measures mass with an unfamiliar analogue balance (centigram or other device). Uses the difference in mass between empty and full container to get mass of contents. Reads liquid volumes accurately from the bottom of the meniscus. When measuring with analogue devices a guess is made when reading values between scale markings.
Unit 1 Competencies
1.1 You are able to use various equipment and calculations to determine the density of an object. (Density)Proficient: Given two of the variables (D, m and/or V) the student can calculate the third value. The student can state if an object will sink or float in water.
Advanced: Information about D, m and/or V must be obtained using some other logic, measurement or mathematical operation. Problems involve application of the concept to novel areas, are not straightforward, and may involve more than one object simultaneously. The student will be asked to state if an object will sink or float in a gas or liquid other than water.
1.2 You can create and interpret visual representations of mass and volume using particles. (Particle Diagrams)
Proficient: The student is able to represent particles using circles - the separation of the particles drawn accurately reflects the density of the material. The student can rank a set of particle diagrams from highest to lowest volume, mass and density when only one of these variables changes at a time.
Advanced: The student is able to compare and contrast the volume, mass and density of a set of particle diagrams when more than one variable is changing. A set of particle diagrams in which the representations of volume, mass and density are simultaneously changed can be drawn accurately.
1.3 You can create and interpret Mass Vs. Volume graphs. (Density Graphs)
Proficient: The student can graph the mass and volume data provided, and find the density of the material given a graph whose Y-intercept is zero. The student can explain the significance of a Y-intercept of zero.
Advanced: The student can perform all of the tasks listed for Proficiency, and can also find the density of a material when the graph is created from real, possibly erroneous data that has a non-zero Y-intercept. The student can explain the meaning of the Y-intercept or X-intercept, and can suggest possible reasons for the error.
1.4 You are able to write a formal lab report (Lab Parts).
Proficient: The student’s lab report contains a summary of the procedure, ALL of the data obtained recorded in a table or tables, a graph of the data and a conclusion that explains the significance of the findings, a list of possible errors, answers to the questions asked in the lab and suggestions for further research and/or suggestions for improving the lab.
Advanced: The student’s lab report not only has all of the information recorded in the proper sections, but the report is neatly organized, well thought out and demonstrates the student has transferred knowledge from what we have learned in the unit to the completion of the lab.
Unit 2 Competencies
2.1 You can explain the relationships between Pressure, Volume, moles, Temperature and heat when dealing with a gas. (Gas Laws)Proficient: The student is able to interpret graphs that show how P, V, n & T change in various situations. The student is also able to use algebra to solve for values of P, V, n & T when data is provided.
Advanced: The student is able to apply his/her knowledge of the gas laws to novel situations, and can construct graphs or take data that will enable him/her to predict a value algebraically.
2.2 You are able to use Kinetic Molecular Theory to describe the motion of particles in a substance. (Kinetic Molecular Theory)
Proficient: The student can outline the basic tenets of KMT. The student can use these simple statements to explain the behavior of gases at various temperatures, pressures and volumes.
Advanced: The student can apply KMT to a novel situation. The student can construct a particle model, that along with KMT can explain a given set of observations.
2.3 You can create and interpret particle diagrams that model changes in Pressure, Volume, moles and Temperature. (Gas Particle diagrams)
Proficient: The student is able to represent particles using circles - the size of the container drawn accurately represents the volume of the material. The student accurately uses arrows, wooshies or some other graphical device to represent the speed of the particles. The number of particles drawn is proportional to the number of particles present in the material.
Advanced: The student is able to compare and contrast the Pressure, Volume, number of particles and Temperature of a set of particle diagrams when more than one variable is changing. A set of particle diagrams in which the representations of volume number of particles and Temperature are simultaneously changed can be drawn accurately.
2.4 You will derive mathematical relationships from lab data. (Derive Equations).
Proficient: The student’s lab report contains all of the parts required of a lab report. The report is neatly presented. The report also demonstrates a clear understanding of how the lab data leads to the various gas laws.
Advanced: The student’s lab report not only meets the requirements of a Proficient lab write-up but goes further. An advanced understanding of the lab will include a thorough explanation of the errors that occurred during the lab as well as an explanation of how those errors are evident in the lab data.
Unit 3 Competencies
3.1 You can determine the changes in energy that occur when an object changes state and/or temperature. (Specific Heat)Proficient: Students can solve heat problems involving only a single temperature change or a phase change for any material, and can solve problems involving water undergoing a single phase change and a single temperature change.
Advanced: The student can apply the principle’s of heat transfer to a variety of materials over a wide range of temperatures and phase changes.
3.2 You will create and interpret energy bar charts. (Energy Bar Charts)
Proficient: Students can model energy flow during an interaction involving familiar materials. Given a scenario involving familiar materials undergoing familiar changes in temperature or state, the student can model the changes with an Energy Bar Chart.
Advanced: The student can apply the Energy Bar Chart model to scenarios involving materials with which they are unfamiliar.
3.3 You create and interpret temperature vs. time graphs (Temperature Graphs)
Proficient: Given a Temperature Vs. Time graph for water a student can determine the state that material is in and name any changes taking place. If a scenario is outlined in which water is being heated or cooled over some interval, the student is capable of sketching and labeling the corresponding Temp. Vs. Time graph.
Advanced: The student can draw Temp. Vs. Time graphs for a variety of materials involving a number of different temperature and phase changes. The can also correctly label the graphs to indicate the kinds of changes taking place. If a Temp. Vs. Time graph is given, the student is able to narrate the changes taking place regardless of the material that is being altered.
3.4 You can correlate temperature and phase changes with the regions in a Temperature Vs. Time graph. (Thermodynamics lab).
Proficient: The student’s lab report contains all of the parts required of a lab report. The report is neatly presented. The report also demonstrates a clear understanding of how energy is transferred during temperature and phase changes. The student is able to clearly relate observations made during the lab to the characteristic shape of a heating/cooling curve.
Advanced: The student’s lab report not only meets the requirements of a Proficient lab write-up, but includes a section in which the student accurately predicts the melting and/or boiling point of an unknown substance using the principles established during the earlier part of the lab.
Unit 9 Competencies
9.1 You can draw and interpret various atomic and molecular models (Models)Proficient: The student can correctly draw and explain the major improvements included in each of the atomic models presented in the unit. The student can explain how a given scientist’s model improved on the one that came before it, and the student can outline the process through which the scientist arrived at his model.
Advanced: The advanced student can apply the processes used by each scientist to describe and explain the kinds of experimental data that would be obtained in a novel situation. The student can also explain why a given model fails to correctly predict the outcome of a given experiment.
9.2 You can use various systems to model the electron configuration of an atom or ion. (Electron Configuration)
Proficient: Proficiency is achieved by correctly listing the electron configuration, drawing an orbital diagram showing the position of electrons in a set of orbitals or drawing an electron dot diagram for an element which has electrons in “s, p or d” orbitals that follows all of the basic rules given in the unit.
Advanced: An advanced grade is awarded when a student can correctly list the electron configuration, draw an orbital diagram or a dot diagram for an element which has electrons in “f” orbitals, or an element whose electron configuration deviates from the standard set of rules.
9.3 You are able to predict ion charge, atomic radius, ionic radius, and other properties based on periodic trends. (Periodic Trends)
Proficient: The proficient student is capable of correctly predicting an element’s chemical and physical properties based on the element’s position on the periodic table. The student is also able to compare the properties of elements in the same family or in the same period.
Advanced: The student achieving an advanced grade will also understand and apply exceptions to the general rules. The student is also capable of comparing elements that are located in different families and periods.
9.4 You are able support your predictions about element reactivity based on periodic trends with experimental data. (Peri Trends Lab)
Proficient: The proficient student is capable of correctly predicting an element’s reactivity based on the element’s position on the periodic table. The student is also able exhibit a basic understanding of how experimental data collected on an element’s reactivity supports or refutes these predictions.
Advanced: The student achieving an advanced grade will be able to demonstrate the skills described for the proficiency level, and will also be able to provide a more in-depth explanation of how their results demonstrate the patterns outlined by periodic trends. Advanced students will also be able to provide competent explanations for any “wrong” data, as well as how to potentially fix these mistakes in the future.
9.5 You can conduct research and explain one scientist’s model of the atom through a PowerPoint presentation. (Atomic Model History)
Proficient (75%): The student’s presentation includes all required slides and addresses all required points, but may lack depth of the information provided about the assigned scientist. None of the information in the presentation is copied directly from the source, but appears in the group’s own words. The presentation is organized neatly and in the designated format. The student made contributions to his/her group and used preparation/research time appropriately most of the time.
Advanced (100%): The student meets all proficient criteria and more. The student’s presentation includes all required slides and addressed all required points with enough information to completely answer all of the questions presented about the assigned scientist and atomic model. None of the information in the presentation is copied directly from the source, but appears in the group’s own words. The presentation is organized neatly and in the designated format. The student made important contributions to his/her group and used preparation/research time appropriately at all times.
Unit 4 Competencies
4.1 You can properly name chemicals and write formulas. (Chemical Formulas)Proficient: Given a list, sorted according to the type of bonding dominant in the material, the student is able to write the proper formulas when names are provided or can write the proper name if a formula is provided
Advanced: In the context of a word problem or in a random set of chemicals, the student is capable of properly applying the naming rules when converting names to formulas and vice versa.
4.2 You are able to distinguish between pure substances and mixtures, as well as separate a mixture into its constituent parts. (Physical Properties)
Proficient: The proficient student can identify and define what a pure substance and a mixture are. They can also correctly state the best technique needed to separate a simple mixture back into its parts.
Advanced: An advanced student is able to read a written scenario describing some mixture or pure substance and apply the techniques learned in Unit 4 to separate that mixture back into its parts. The scenario may contain substances with which the student is unfamiliar but whose properties are described in the problem.
4.3 You can draw and interpret various particle diagrams describing pure substances and mixtures. (Diagrams of Composition)
Proficient: To show proficiency the student must be able to draw particle diagrams that show mixtures and pure substances in their various physical states. Given a particle diagram, the student must be able to correctly identify the substance as pure or a mixture, and go further to describe the type of pure substance or mixture shown.
Advanced: Given a covalent or an ionic substance the advanced student is able to draw a particle diagram that accurately reflects the chemical structure of the material provided. The student is also capable of accurately drawing diagrams showing how a material dissociates when dissolved in a solvent.
4.4 You are able to employ various separation techniques to break a mixture into its parts. (Separation lab).
Proficient: The student’s lab report contains all of the parts required of a lab report. The report is neatly presented. The report also demonstrates a clear understanding of when and how each separation technique was employed. The student is able to calculate the percentage difference of each substance measured in the mixture.
Advanced: The student’s lab report not only meets the requirements of a Proficient lab write-up, but includes a section in which the student accurately explains how material was lost during the separation process. The student is able to correctly link the percent difference for each material to an explanation of how and why there is a difference in mass between what was added to the mixture and what was extracted.
Unit 5 Competencies
5.1 You can use the mole concept in calculations. (Molar Conversions)Proficient: Students can correctly set up and do the algebra for “one step” mole coversion problems between moles and either particles or grams.
Advanced: An advanced level of understanding demonstrates the ability to correctly set up and calculate a “two step” mole problem. The student may also be asked to apply a mole conversion to a more complex problem involving ions or individual atoms in a compound.
5.2 You are able to calculate the empirical formula, the molecular formula and the percent composition of a compound. (Formulas)
Proficient: A proficient student is capable of converting data about the percent composition of a compound to the number of grams of a set of elements present in a sample. The student is also able to use percentage or grams to calculate the empirical and molecular formulas of a simple compound from the data.
Advanced: To demonstrate an advanced understanding of this competency the student must be able to apply mole conversions, use percentages and logic to problems in which the data provided seems incomplete or in which the compounds themselves are more complex.
5.3 You can empirically determine the formula of a compound or hydrate. (Empirical Formula Lab).
Proficient: The student’s lab report contains all of the parts required of a lab report. The report is neatly presented. The report also demonstrates a clear understanding of how the lab data leads to the empirical formula for the compound.
Advanced: The student’s lab report not only meets the requirements of a Proficient lab write-up but goes further in discussing the errors present in the data. The student is able to explain why their answer is wrong and what could be changed to improve it.
Unit 6 Competencies
6.1 You are capable of identifying and describing the five different types of equations. (Eqn. Types)Proficient: The proficient student can identify all of the five types of equations when given a picture or a chemical equation involving abbreviations.
Advanced: The advanced student can identify all five types of equations when presented in any form. The student can also apply the types of reactions to more complex reactions in which more than one step may be present.
6.2 You can properly balance chemical equations. (Balancing Eqns)
Proficient: Proficiency is demonstrated by correctly placing the coefficients into a complete chemical equation provided by the teacher in either an abbreviated or word equation form.
Advanced: An advanced level of competence is demonstrated when a student is able to apply the rules of balancing equations to both predict the products of a chemical equation and to balance it.
6.3 You can identify and graphically represent energy changes that take place during chemical reactions. (Exo & Endo)
Proficient: Given an equation with an “energy term” included, the proficient student can identify the reaction as either endo- or exothermic. The student is also able to draw an energy flow (LOL) graph for a given endo- or exothermic reaction.
Advanced: To demonstrate an advanced level of understanding, the student must be able to apply the concepts of endo- and exothermicity to scenarios describing reactions and graphs that may be unfamiliar.
Unit 7 Competencies
7.1 You are able to identify a limiting reagent and calculate a percent yield for a reaction. (Stoichiometry)Proficient: The proficient student is able to solve a simple stoichiometric problem in which information is provided for one of the reactants (in either grams or moles) and the other reactant is assumed to be in excess.
Advanced: The advanced student is able to apply the concept of a limiting reactant and mole ratios to a scenario in which information about both chemicals is provided without revealing the identity of the limiting reagent.
7.2 You can correctly calculate molarities and determine the concentrations of solutions. (Concentration)
Proficient: The proficient student is able to solve for the molarity of a solution given a number of moles or grams and a target volume.
Advanced: The advanced student is able to apply the concept of molarity to various situations in which a final solution is created from a set of solutions, or from a solid mixed into an existing solution.
7.3 You can show that the coefficients in a chemical equation represent mole ratios. (Mole Ratio Lab).
Proficient: The student’s lab report contains all of the parts required of a lab report. The report is neatly presented. The report also demonstrates a clear understanding of how the lab data shows that the reactants reacted according to the whole number ratios shown in the balanced chemical formula.
Advanced: The student’s lab report not only meets the requirements of a Proficient lab write-up but also goes on to describe the limiting reactant and the excess. The student is able to use stoichiometry to calculate the excess and prove that the limiting reactant did actually stop the reaction.